- Program Curriculum
- Curricular Organizing Structure
- Bloom's Cognitive Taxonomy of Learning
- Curriculum Concepts
General education degree requirements may be taken prior to admission to the Nursing Program.
The material in this handbook supplements the TMCC College Catalog, and presents more explicit current requirements and policies for the ADN.
Curricular Organizing Structure
Maxine S. Jacobs Nursing Program Curriculum: An organizing structure for teaching nursing has been developed by faculty to facilitate learning about nursing.
The organizing structure provides a methodology for students and faculty to interpret and organize knowledge about clients, nursing, health and the environment. The organizing structure of this Nursing Program uses Bloom’s Taxonomy of Learning, the nursing meta-paradigm (nursing, health, patient and environment) and the Nursing Process as illustrated in the Organizing Structure chart.
Following are concise descriptions of these components.
Bloom’s Cognitive Taxonomy of Learning
The nursing curriculum utilizes the six levels of Bloom's Taxonomy as a method of developing the program of study to progress from simple to complex. The first semester of study is directed toward the level of knowledge and comprehension, while the fourth semester focuses on analysis, synthesis and evaluation of the total client care and management.
- Level I. Remember is remembering, recognizing and recalling important concepts. It includes factual information with right and wrong answers.
- Level II. Understand is the thought processes of interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining of interpreting, translating from one medium to another and describing in one’s own words.
- Level III. Apply is executing and implementing, showing the practical use of information in one’s environment. It is problem solving and applying information to produce a result.
- Level IV. Analyze is the processing, researching and guessing of problems or situations. It is differentiating, organizing, and attributing and includes subdividing concepts in order to show how they are put together in an effort to find the underlying structure. It allows for conclusions to be made about client care.
- Level V. Evaluate is checking and critiquing. It is the examination of the plan of care and determination of its effectiveness.
- Level VI. Create is generating, planning, and producing. It allows for the creation of individualized plans of care.
Maxine S. Jacobs Nursing Program Curriculum Concepts
The faculty have chosen the concepts around which to organize student learning for the expected outcomes. Eight core competencies for graduate of associate degree nursing programs are described by the National League for Nursing (2002). Additional concepts have been identified that help explain the content required to function as a registered nurse. These concepts are defined and are introduced and then embedded throughout the curriculum.
Program outcomes are based on the concepts and competencies and further explicated by outcome behaviors related to each. The concepts are used to define nursing and prepare graduates to pass the NCLEX-RN and function as registered nurses.
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